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PSYC 290: General Psychology (Rev. 8 & 9) Report a Broken Link

Journal Articles for Critique (Assignments 1 & 2)

Benjamin, L. T. (2000). The psychology laboratory at the turn of the 20th century. American Psychologist, 55(3), 318–321. https://doi:10.1037/0003-066X.55.3.318
Bereczkei, T., Gyuris, P., & Weisfeld, G. E. (2004). Sexual imprinting in human mate choice. Proceedings of the Royal Society B: Biological Sciences, 271(1544), 1129–1134. https://doi:10.1098/rspb.2003.2672
Beyea, S. C., & Nicoll, L. H. (1998). Dispelling the myth that research answers all questions. AORN Journal, 68(6), 1044–1047. https://doi:10.1016/S0001-2092(06)62145-5
Fenesi, B., Lucibello, K., Kim, J. A., & Heisz, J. J. (2018). Sweat so you don’t forget: Exercise breaks during a university lecture increase on-task attention and learning. Journal of Applied Research in Memory and Cognition, 7(2), 261–269. https://doi: 10.1016/j.jarmac.2018.01.012
Herzog, H. A. (1990). Discussing animal rights and animal research in the classroom. Teaching of Psychology, 17(2), 90–94. https://doi:10.1207/s15328023top1702_3
Kellogg, R. L. (1980). Sherlock Holmes and the educational process. Teaching of Psychology, 7(1), 41–44. https://doi:10.1207/s15328023top0701_11
Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, 25(6), 1159–1168. https://doi: 10.1177/0956797613494849
Plötner, M., Over, H., Carpenter, M., & Tomasello, M. (2015). Young children show the bystander effect in helping situations. Psychological Science, 26(4), 499–506. https://doi 10.1177/0956797615569579
Robins, R. W., Gosling, S. D., & Craik, K. H. (1999). An empirical analysis of trends in psychology. American Psychologist, 54(2), 117–128. https://doi:10.1037/0003-066X.54.2.117
Roediger III, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255. https://doi: 10.1111/j.1467-9280.2006.01693.x
Rosnow, R. L. (1990). Teaching research ethics through role-play and discussion. Teaching of Psychology, 17(3), 179–181. https://doi:10.1207/s15328023top1703_10
Sproesser, G., Schupp, H. T., & Renner, B. (2014). The bright side of stress-induced eating: eating more when stressed but less when pleased. Psychological Science, 25(1), 58–65. https://doi: 10.1177/0956797613494849
Szpunar, K. K., Khan, N .Y., & Schacter, D. L. (2013). Interpolated memory tests reduce mind wandering and improve learning of online lectures. PNAS, 110(16), 6313–6317. https://doi: 10.1073/pnas.1221764110
Taylor, A. K., & Kowalski, P. (2012). Students’ misconceptions in psychology: How you ask matters . . . sometimes. Journal of the Scholarship of Teaching and Learning, 12(3), 62–77. ERIC Number: EJ992117
Vokey, J. R., & Read, J. D. (1985). Subliminal messages: Between the devil and the media. American Psychologist, 40(11), 1231–1239. https://doi:10.1037/0003-066X.40.11.1231
Zimbardo, P. G. (2004). Does psychology make a significant difference in our lives? American Psychologist, 59(5), 339–351. https://doi:10.1037/0003-066X.59.5.339